ASIIN

1. ECTNA and ASIIN: Perspectives of Mutual Cooperation Plenary Meeting of the ECTNA in Vienna ASIIN Accreditation Agency for Study Programs in Engineering, Informatics, Natural Sciences and Mathematics

2. Content • General Context and Prevailing Conditions of Accreditation in a European Setting - International Accreditation Networks of Relevance - The Decisions of the Bergen Conference • Impediments for Transnational Recognition of Degrees in Europe • The „EUR-ACE“-Project and the Creation of ENAEE • Presenting the new ECTNA-Member ASIIN • Perspectives of Mutual Cooperation between ECTNA and ASIIN

3. General Context Paris (1998) Bologna (1999) Prag (2001) Berlin (2003) Bergen (2005) Completion of the European Higher Education Area until 2010, in which citizens can choose from a wide and transparent order of high quality courses and benefit from smooth recognition procedures Goals: European knowledge society characterized by high mobility and permeability, lifelong learning Promotion of comparability and compatibility of degrees: Two cycle study system, ECTS, adoption of a system of easily readable and comparable degrees, Diploma Supplement, permeability of study structures Promotion of the European Dimension in Higher Education Transnational cooperation in the field of quality assurance : ENAEE and the “EUR-ACE”-project, ECTNA, ENQA Recognition of degrees in Europe London (2007) Common European Market Goals: freedom of movement of workers, right of establishment, freedom of services. Declaration of Lisbon, Barcelona: „to make Europe the most competitive and dynamic knowledge-based economy in the world.“ The European Directive on the recognition of professional qualifications : Goal: „ A clear, secure and quick system for the recognition of qualifications in the field of the regulated professions is required to ensure free movement.“ The EC institutions and member states should facilitate employment and the provision of services through wholesale consolidation of the existing regimes of professional recognition in the regulated professions.

4. International Accreditation Networks Field Specific Generic Washington Accord u.a. 2 Mitglieder von ENAEE INQAAHE International Network for Quality Assurance Agencies in Higher Education Global Scale ENQA European Network for Quality Assurance European Scale More than 40 members in Europe, mostly Quality Assurance/Accreditation Agencies + National Unions of Students in Europe (ESIB), European University Association (EUA), European Association of Institutions in Higher Education (EURASHE), European Centre for Higher Education (UNESCO-CEPES) and the Union of Industrial and Employers’ Confederations of Europe (UNICE). ECTN (Eurobachelor-Label) European Chemistry Thematic Network Association ENAEE („EUR-ACE“-Label) European Network for the Accreditation of Engineering Education ECA European Consortium for Accreditation Österreichischer Akkreditierungsrat, Austria; Fachhochschulrat, Austria; Akkreditierungsrat, Germany; ZEvA, Germany; FIBAA,Germany; ACQUIN, Germany; AQAS, Germany; AHPGS, Germany; The Higher Education and Training Awards Council (HETAC), Ireland; Nederlands-Vlaamse Accreditatie Organisatie (NVAO), the Netherlands/Flanders; Nasjonalt organ for kvalitet i utdanningen (NOKUT), Norway; Agencia Nacional de Evaluación de la Calidad y Acreditación (ANECA), Spain; Organ für Akkreditierung und Qualitätssicherung der Schweizerischen Hochschulen (OAQ), Switzerland More than 200 chemical societies and HEI in Europe All European Engineering Accreditation Agencies + FEANI, SEFI, CESAER, EUROCADRE S etc.

5. The political framework - The decisions of the Bergen conference • Expansion of the European Higher Education Area (EHEA) to 45 European countries; new members are Armenia, Azerbaijan, Georgia, Moldova and Ukraine. • Confirmation of the Commitment to establish the EHEA by 2010. • Central Role of HEIs, their staff and students as partners in the Bologna process. • The degree system: • Observation that the two-cycle degree system is being implemented in most European countries with more than half of the students being enrolled (comparison to Germany: in WS 2005/06 34% (3800 programs) of all study programs completing with a Bachelor or Master degree. • Adoption of an overarching framework for qualifications in the EHEA, comprising three cycles; formulation of generic descriptors for each cycle based on learning outcomes and competences; fixing of credit ranges in the first and second cycle (180-240 ECTS / 60-120 ECTS). • Commitment of the 45 Bologna countries to develop national qualification frameworks until 2010. • Complementarily between the overarching qualification framework for the EHEA and the proposed broader framework for qualifications for LLL encompassing general education as well as vocation education and training.

6. The decisions of the Conference of European Ministers Responsible for Higher Education in Bergen II • Quality assurance • Request vis a vis the HEIs to continue their efforts to enhance the quality of their activities through the systematic introduction of internal mechanisms and their direct correlation to external quality assurance. • Adoption of the model of peer reviews of quality assurance agencies on a national basis, while respecting the commonly accepted guidelines and criteria. • Introduction of the principle of a European register of quality assurance agencies based on national reviews. The ministers underline the importance of cooperation between nationally recognized agencies with a view to enhancing the mutual recognition of accreditation decisions. • Recognition of degrees and study periods • The Ministers urge all Bologna countries to ratify the Lisbon Recognition Convention (36 of 45 countries have done so). • Call on all partners to address recognition problems (degrees which are accepted in two or more countries of the EHEA should be accepted).

7. The European Union Facts & Figures (I) 446 millions of citizens 25 countries 3.971.457,70 qm2 22 languages 25 different HEI systems and quality assurance systemsGrowing „grey“ HEI market Member States (15) New Members since 01.05.2004 Candidate Countries (3)

8. The European Landscape: Context for the development of accreditation schemes 1.) Characterized by mostly public higher education systems; institutions and programmes derive their formal degree-awarding capacity from the state. Because of the diversity of both degrees and institutions, public knowledge about their quality is not sufficient across national borders and even sometimes within one country. 2.) Degree and institutional diversity is matched by a great variety of national quality assurance and accreditation systems (some of them are national, others decentralized). There are few, sometimes even no mechanisms in place to recognize the results of an accreditation. 3.) In some countries the academic degree constitutes the automatic admission ticket to the job market whereas in others additional prerequisites are demanded to acquire professional status (e.g. registered engineer) 4.) Problem of a growing non-official higher education sector and the phenomenon of trans-national education with a lack of regulatory codes.

9. EHS PostgraduateStudy 3 - 4 Jahre Doctorate ~ 3 Years GraduateStudy 60-120 CPs Second Cycle Degree LongStudy Program ~ 5 Years UndergraduateStudy180-240 CPs First Cycle Degree ShortStudy Program 3 - 4 Years Bologna-Process (1999 - 2010) Typical options for European HEI systems Consecutive Integrated Short TCD(Doctorate) PostgraduateStudy 3 - 4 Years LongDoctorate 4 - 5 Years Doctorate ~ 3 Years Third Cycle SCD(Master) GraduateStudy 1 - 2 Years SCD LongStudy Program ~ 5 Years Second Cycle FCD(Bachelor) FCD ShortStudy Program 3 - 4 Years UndergraduateStudy 3 - 4 Years First Cycle UK, IR, Global Standard Continental Europe

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11. Variety of Academic Titles in Europe for Engineers Akademiingeniør Bachelor of Arts Bachelor of Engineering Bachelor of Science Civilingeniør Civilingenjör Diplom-Ingenieur Diplom-Ingenieur ETH Diplom-Ingenieur (FH) Diplomi-Insinöör Diplomirani Inženir Doktor-Ingenieur Dottore in Ingegneria Engenheiro Europa-Ingenieur Ingenieur (grad.) Ingeniør Inginer Insinööri Ingeniero Químico Ingeniero Superior Ingeniero Técnico Ingénieur civil Ingénieur diplomé Ingénieur industriel Ingénieur technicien Inženyr Inžinier Inżynier Magister Inżynier Master of Arts Master of Engineering Master of Science Okleveles mérnök Okleveles üzemmérnök Sivilingeniør Teknikfræðingur Teknikumingeniør Verkfræðingur

12. The two types of recognition systems in Europe I The Continental European Tradition Having successfully passed an Engineering study programme at an institution of higher education qualifies the graduate to automatically become an engineer. II The Anglo-Saxon Tradition You must graduate successfully from an engineering study programme, you then will have to establish proof of a certain period of further training on the job and finally there will be formal test/interview by two well established collegues.

13. The EUR-ACE Project: Membership FEANI • Eurocadres • CESAER • ENQHEEI ECUK C.T.I ASIIN EUR-ACE: Aims at a European Accord for the Mutual Recognition of accredited engineering programs O.D.E • CoPI • UNIFI/Tree (University of Florence) CNEAA UACER SEFI IEI RAEE

14. What is the central purpose of the EUR-ACE project? In order to overcome the difficulties in the mutual recognition of academic and professional qualifications, and facilitate the mobility and trans-national acceptance of engineers EUR-ACE has on the 31.12.2005 “proposed a framework for setting up a [single] European system for accreditation of engineering education at the First Cycle and Second Cycle level (as defined within the Bologna process)” and thus has contributed to establishing the European Higher Education Area ….

15. The EUR-ACE Project: Objectives • The EUR-ACE project is a contribution to the realization of the European Higher Education Area. It aims at proposing a framework with the following main aims: • to provide an appropriate “European label” to the graduates of the accredited educational programmes in Europe, while distinguishing between a first and second study cycle. • to facilitate mutual recognition agreements • to facilitate recognition by the competent authorities, in accord with the EU Directives. An intensive networking system with the FEANI index is planned. • to improve the quality of educational programmes in engineering.

16. EUR-ACE Project: What has been accomplished? (I) • Between September – December 2004: EUR-ACE reviewed criteria and standards already existing in Europe for FC and SC engineering degrees, compiling a background document: “Overview: Accreditation Procedures and Criteria for Engineering Programmes in Europe". • Between December 2004 – February 2005, this document was sent to practically all stakeholders of Engineering Education in Europe and revised taking into account their feedback. • At the end of 1005: the EUR-ACE- partners meanwhile have reached a consensus concerning Outcome-Standards for first and second cycle accredited engineering programmes. They are valid for all branches of engineering. On the basis of 6 indicators (Knowledge and Understanding, Engineering Analysis, Engineering Design, Investigations, Engineering Practice, Transferable Skills), the qualification and capabilities competences of graduates are described.

17. EUR-ACE Project: What has been accomplished? (II) • An Agreement concerning the number of Credits assigned to the two cycles has been reached : a graduate from a FCD must have no less than 180 credits, a graduate from an accredited SCD no less than 240 credits. • The criteria and quality requirements for the accreditation of engineering programs have been defined, considering the following items (Needs, Objectives and Outcomes; Educational Process; Resources and Partnerships; Assessment of the Educational Process; Management System). • The 14 partners have reached a consensus with regard to “Guidelines for the Evaluation of Individual Requirements (acceptable; with prescriptions; unacceptable) and for programme accreditation (accredited without reservation; accredited with prescriptions; not accredited). • Consensus on Procedures for Programme Accreditation (composition of accreditation team, duration and structure of the visit; verification and validation of the report; decision on the accreditation; publication (template)

18. Further observations (1) • The framework has been designed to be applied to the accreditation of both First Cycle and Second Cycle programmes within the Bologna process, in which an accredited Second Cycle programme would normally be in series with a First Cycle programme. However the use of programme outcomes means that the framework is also applicable to the accreditation of integrated programmes. • It does nor refer to “short cycle” or Doctoral (“third cycle”) programmes. • It does not distinguish between “branches” (disciplines or specializations): therefore in actual applications must be complemented by other requirements. • It is intended for accreditation of educational programmes as a suitable “entry route to the engineering profession”.

19. Further Observations (2) • Although professional recognition of the engineering titles is considered as the ultimate goal of accreditation labels, these cannot be considered automatically equivalent to professional recognition. To practice the engineering profession, further qualifications (e.g. State exams) and/or experience are required in some countries. • It is intended that if, in a particular country, established accreditation standards cover fully the requirements proposed in this framework, then the award of the European label will be automatic. • The standards are not intended for evaluation of Institutions. • The Tentative Standards appear flexible enough to accommodate national and subject differences and to leave the door open to future developments, so that the proposed accreditation standards will not become a straightjacket but rather an incentive to continuously make improvements through incorporating best practice.

20. Founding Date: • Initiated on October 7, 2005, in Berlin, Germany • Statutes ratified on February 8th 2006 Founding Members: • Open to: • Accreditation organizations for engineering programmes within the European Higher Education Area; • All other organisations having the development of engineering education accreditation procedures among their main objectives as well as organisations whose mission is to foster the interests of the profession of engineers • Educational and training institutions and their associations. • Organisations representing engineering students • FEANI • Engineering Council UK (ECUK) • Commission des Titres d‘Ingenieurs (CTI) • ASIIN • Ordem dos Engenheiros (OE) • Conferenza dei Presidi delle Facoltá di Ingeneria Italiane (CoPI) • Uniunea Asociatilor Inginerilor Constructori Romania (UAICR) • Societe Europeenne pour la Formation d‘Ingenieurs (SEFI) • Engineers Ireland (EI) • Russian Association for Engineering Education (RAEE) • Conseil des Cadres Europeennes (EUROCADRES) • University of Florence (UNIFI)

21. Introducing the ASIIN ASIIN Accreditation Agency for Study Programs in Engineering, Informatics, Natural Sciences and Mathematics http://www.asiin.de/ 

22. ASIIN, founded in 2002 ASIIN Accreditation Agency for Study Programs in Engineering,Informatics, Natural Sciences and Mathematics ASIIAccreditation Agency for Study Programs in Engineering and Informatics AC-BC Accreditation Organization for Chemistry and Biochemistry + =

23. Member Groups of the ASIIN Coordination Group of German Technical Universities From “A“ like RWTH Aachen…to “Z“ like ETH Zürich.(45 Members) Technical and Scientific Associations and professional organizations (32) Broad based Alliance anchoring in the scientific community and in the economy, working together for quality assurance and improvement in the German higher education system national bodies representing the faculties of engineering at German universities Coordination Group of German Universities of Applied Science. From “A“ like FH Aachen…to “Z“ like Westsächsische Hochschule Zwickau. Industrial federations / unions and management (8). Von “B“ like Berufsverband Deutscher Geowissenschaftler -to “V“ like VDI national bodies representing the faculties of engineering at German universities of applied science

24. Important ASIIN Members in the Field of Chemistry GermanFederation of Chemical Employers’ Associations as Representative of the Confederation of German Employers' Associations Bundesarbeitgeberverband Chemie e. V. (BAVC) Number of members:1,800 Companies Executives' Association of the Chemical Industry Verband angestellter Akademiker und leitender Angestellter der chemischen Industrie e.V., (VAA) Number of members: 28,000 German Association for Chemical and Process Engineering DVCV Deutsche Vereinigung für Chemie- und Verfahrenstechnik Number of members: 4 Companies; 4 Universities; 2 Associations Association of the German Chemical Industry Verband der Chemischen Industrie e. V.(VCI) Number of members: 6,000 individual & 100 corporate members (companies) German Chemical Society Gesellschaft Deutscher Chemiker e. V.(GDCh) Number of members: 28,000 German Society for Biochemistry and Molecular Biology Gesellschaft für Biochemie und Molekularbiologie e. V. (GBM) Number of members: 5,500

25. Fields of Accreditation • What is accredited? • Exclusively study programs at university level • No institutional accreditation Informatics Natural Science (Biology, Chemistry, Physics,Geoscience, Mathematics, Pharmacy) Engineering, Architecture ASIIN

26. ASIIN accredited study programs Number of accreditations (850) (550) (288) (170) (56) (10) Accreditation has become an act of national strength!

27. German Chemistry Study Programs There are 266 Chemistry Study Programs in Germany. ASIIN has accredited 55 (another 50 are currently under review)

28. Organizational structure of the ASIIN three step accreditation process ASIIN General Assembly ASIIN Experts~ 800 auditors from industry, universities and scientific organizations 130 honorary experts Coordination group of German (technical) universities Coordination group of German universities of applied science Industrialfederations and umbrella organizations of trade unions‘ organizations Technical and scientific associations and professional organizations 13 Technical Committees 1/3 representatives from universities/universities of applied science, industry respectively 13 Technical Committees 1/3 representatives from universities/universities of applied science, industry respectively Auditteams Auditteams every member group nominates 3 representatives to the Board on recommendation of TC appoints on recommendation of TC appoints appoints appoints 44 honorary experts Prof. Dr. Heinrich RakeChairman AC1 Accreditation Commission I (Engineering & Informatics) Accreditation Commission II (natural science & mathematics) administrates ASIIN-Board 12 Persons ASIIN Headquarters (Chief Executive Office) appoints Prof. Dr. Dietmar von Hoyningen-HueneChairman AC2

29. Exercise of decision-making powers All bodies of experts are composed of 1/3 Universities 1/3 Universities of Applied Science 1/3 Industry (Professional Life)  There is parity of vote between them, they also have veto power, exchange of personel every 3 years

30. Technical Committees Consist of: 3Persons from Universities 3 Persons from universities of applied sciences 3 Persons from industry 1-2 Student members Actual number of Technical Committees: Techn. Comm. 1 Mechanical Engineering/ Process Engineering Techn. Comm. 2 Electrical Engineering/ Information Technology Techn. Comm. 3 Civil Engineering/ Surveying Techn. Comm. 4 Information Technology Techn. Comm. 5 Physical Technologies, Materials and Process Engineering Techn. Comm. 6 Industrial Engineering Techn. Comm. 7 Information Management Techn. Comm. 8 Agricultural and Nutritional Sciences Techn. Comm. 9 Chemistry Techn. Comm. 10 Biology Techn. Comm. 11 Geosciences Techn. Comm. 12 Mathematics Techn. Comm. 13 Physics

31. Members of the ASIIN Technical Commitee 9 (Chemistry) Chairman: Prof. Dr. Mathias Sprinzl, University Bayreuth Deputy Chairman: Prof. Dr. Maximilian Kolb, FH Aalen Representatives from universities of applied sciences: Prof. Dr. Willy Gombler,FH OL/Ostfriesland/WHV Prof. Dr. Eckhart Nietzschmann, Hochschule Magdeburg-Stendal Representatives from universities: Prof. Dr. William S. Sheldrick, Ruhr-Universität-Bochum Prof. Dr. Peter Welzel, Universität Leipzig Representatives from industry: Dr. Gerhard Lapke, Deutsche BP AG Prof. Dr. Christof M. Niemeyer, Chimera Biotech Dr. Klaus Schöllkopf, Schering AG Student: Claudia Leißner, TU Chemnitz Representatives from the Accreditation Commission II: Prof. Dr. Friedrich Temps, Universität Kiel

32. Accreditation Criteria of the ASIIN The accreditation of ASIIN are based on two sources • Our general requirements and procedural principles for the accreditation of Bachelor‘s and Master‘s study programs • The field specific criteria for each of the different fields – including chemistry All of them have been completely revised, combining an input and output approach. In the filed of Chemistry, the ECTNA-criteria have provided an important point of reference

33. International activities of ASIIN (III): The participation in the 6 x 4 EULAC project This project is based on a strategic alliance between Latin America/The Caribbean and Europe dating from 1999. In summer of 2004 the equivalent of the Bologna Higher Education Area was founded in the city of Merida for the countries in Latin and South America. In the 6 x 4 EULAC-project many HEIs have consented to practice transnational cooperation with regard to 6 study field and 4 axes (professional competences, academic credits, evaluation and accreditation, training) Contributions of ASIIN: assistance in the creation of an accreditation council and an accreditation agency for engineering programs in Central America. Participation in the EULAC project (Accreditation of Electrical Engineering Projects).

34. The Washington Accord Dublin IoEI London EC Düsseldorf ASIIN Ottawa CCoPE Baltimore ABET Tokio JABEE Hong Kong IoE Members Provisional Member ASIIN Johannesburg ECSA Canberra IoE Wellington IoPE

35. What is needed to make the EURO-Bachelor and –Master label a success? • There needs to be a “critical mass” of potential HEIs interested in the EURO-Bachelor and –Master label – a market has to be established, the product has to be promoted (newsletter, conferences, work shops etc.) • One needs an infrastructure which has the ressources and experience to deal with a considerable number of accreditation requests (administration and schooling of a pool of capable peers for conducting EURO-Bachelor and –Master accreditations, personel to receive and give counceling with respect to accreditation requests, to compare the self-reports with the formal requirements of ECTNA, administrative preparations (timeschedules, logistics) • Accompaniment of the accreditations, writing of the accreditation reports • Establishment of a follow up-system A strong and experienced organization is of great importance for the success of the joint endeavor

36. Perspectives of Mutual Cooperation betwenn ECTNA and ASIIN If the members of the ECTNA-network come to the conclusion, that ASIIN is a useful partner having a long-standing experience of conducting national and international accreditations on a large scale, we will be of any assistance required.

37. The End Thank you for your attention